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Review your homework
GREEN PEN USING THE MARK SCHEME
PLEASE ADD A MRI (MY RESPONSE IS)
COMMENT
Attitudes
Home learning
 You play in a team that is is a lower division than
your opponents in the next round of the FA cup.
 One of your team mates is doubtful that your team
will win.
 Using the information about persuasive
communication, write notes on how you would
persuade your team mate that it is possible to beat
that team.
Due in next lesson as well as questions from page 165
Outcomes
 Define and describe an ‘attitude’
 Discuss the influences on formation of an attitude
and influences on behaviour
 Explain how you can change attitudes through
cognitive dissonance and persuasive communication
TASK:
DEVISE YOUR OWN DEFINITION OF AN
ATTITUDE.
Definitions for attitude
Based on the three definitions, what are the common
threads?
 Can be positive or negative
 Stable or enduring
 Focused on an item or situation
 Subjective, evaluative or based on beliefs
Can you change attitudes?
Components of Attitudes – Triadic
Model
 Cognitive

The information that you have about the object
which contribute to your beliefs.
 Affective

Your feelings about the object. Helps to determine
the direction of your predisposition for behaviour.
 Behaviour

Your intended behaviour toward the object.
THE TRIADIC MODEL
COGNITIVE
AFFECTIVE
BEHAVIOURAL
Triadic Model
 What is the triadic model? Who devised it?
 Examiners tip: Marks are often lost because
candidates are not able to discuss an attitude in
terms of its components.
 Make notes from page 157 and 158
The Triadic Model of Attitudes
 According to this model our beliefs are formed
through past experiences and what we have
learned from others.
 Behaviour may not always be consistent with
attitude (i.e. fitness training).
 A person is likely to behave in a way that
reveals their attitude.
Attitudes and Behaviour
 La Piere (1934) took a Chinese couple to dinner in
251 restaurants in the USA. They were refused
service at one establishment. After a short period
the author wrote and asked if the restaurants
would serve Chinese people - 92% said “no”.
 This demonstrates an inconsistency between
attitude and behaviour.
The social norm
 If the attitude of those around a person is positive,
it is likely that they will also develop a positive
attitude.
 For example, if a group of girls have positive
attitudes about participating in football, a new girl
who joins their group is likely to develop a similar
attitude.
 In adolescence, peers have greater influence on
attitudes than adults.
Why do they behave like this?
Stereotypes
 Stereotypes: A belief held by a collection of people
about traits shared by a certain category of person.

In sport there are many stereotypes:
White men can’t jump.
 Black people are better sprinters than whites.

Discrimination
 Unjust or prejudicial treatment of different
categories of people, on the grounds of age, gender or
disability
Prejudice
 A formed opinion (an unfavourable one) based on
inadequate facts, often displaying intolerance or
dislike towards people of a certain race, religion or
culture
Where else?
 Past experiences
 Socialisation and Social learning
 Media
 Any others? See page 159
Measuring attitudes
Thurston Scale
Likert Scale
Osgood’s Semantic
Differential scale
What key words need to be used?
CHANGING ATTITUDES
 There are two ways of changing attitudes used particularly in
sport. These are:  Persuasive communication
 Cognitive dissonance
Changing attitudes
 Persuasive Communication - this is only effective if
people listen to, understand, accept it, and retain it.
PERSUASIVE COMMUNICATION
An active, non-coercive attempt to reinforce, modify or change the attitude of others.
The Persuader
The person attempting the
change (coach, team manager,
teacher, captain)
The Receiver
The person whose attitude the
persuader is trying to change
The Message
The quality of the message the
persuader is giving
THE PERSUADER
 Their status with who they are communicating with.
 Their popularity amongst the group they are communicating with.
 Their credibility from past experiences of communication.
 Their social and cultural background can affect their status and
credibility if there is a wide difference.
THE MESSAGE
 The accuracy of the message – is it obviously correct?
 Is the message stated with confidence and enthusiasm?
 The clarity of the message – is the argument well constructed
and logical?
 Is the message factual, appealing to the receiver intellect?
THE RECEIVER
 Are they ready for the message? Can they understand it?
 How strongly held is the current attitude, how persuadable is the
receiver?
 Are they motivated to change or open to the possibility?
SUMMARY
Although persuasive communication seems to be a common sense
way of getting individuals such as elite performers to adopt more
positive attitudes it can fail in the light of strongly held beliefs, this
is where a more focused approach, such as one based on the
ideas of cognitive dissonance theory can be more successful.
COGNITIVE DISSONANCE THEORY
• Developed in 1957 by Festinger.
• According to this theory, individuals like to be
consistent in what they do, feel and believe.
• This theory results in individuals having
contradictory thoughts about something or someone
which creates an attitude relating to the triadic
model.
COGNITIVE DISSONANCE THEORY
Definition:
Tension resulting from having
contradictory thoughts or beliefs
about something or someone.
Eg: a rugby player might believe that
aerobics is too ‘girlie’ so the coach tells
him that some of the fittest people do it
to improve stamina.
This attack on the player’s beliefs causes a
change in attitude and the player now
does aerobics to keep fit.
Attitudes summary
 Attitudes cannot predict behaviour but do influence
behaviour.
 Attitudes are influenced by those around us.
 Attitudes can be changed by persuasion and by
creating cognitive dissonance
Prove it review
 Define and describe an ‘attitude’
 Discuss the influences on formation of an attitude
and influences on behaviour
 Explain how you can change attitudes through
cognitive dissonance and persuasive communication
Home learning